The Formation of Skills to Visualize by the Tools of Computer Visualization
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TEM Journal. Volume 9, Issue 4, Pages 1704‐1710, ISSN 2217‐8309, DOI: 10.18421/TEM94‐51, November 2020. The Formation of Skills to Visualize by the Tools of Computer Visualization Olena Semenikhina, Olga Kudrina, Oleksii Koriakin, Lyudmila Ponomarenko, Hanna Korinna, Andrii Krasilov Makarenko Sumy State Pedagogical University, Romenska st., 87, 40002, Sumy, Ukraine Abstract – The article presents the aspects of the If established regards on visual aids as on the base formation skills to visualize with the use of specialized principle of teaching were not changed for long time, software. The authors note about the importance of then the problem of the visualization of the learning visual representation of information content, which material purchased new actuality with the appearance allows speeding up the perception and processing of of multimedia. text, data arrays, etc. Basic methods of visualization are described. The special course is described, which The features of the work of the cerebral main aim is to form skills to visualize by the tools of hemispheres in the context of perception of text computer visualization. The method for processing material, data sets were described in the results of the results of educational achievements is based on the psychologists’ researches. The main thesis is that a statistical sign test. human work with visual images is more rapid, that is Keywords – visualization, tools of computer why the idea of presentation of information content visualization, visualization of the learning material, in its visual format (schema, table, diagram, graph, formation of skills to visualize, statistical sign test. etc.) becomes popular. Thus, the visualization of the learning material as a pedagogical problem is still 1. Introduction present in dissertation researches of the resent years. The information education technology stimulated 2. The Analysis of the Terminological Field the changes of traditional approaches in teaching. Except involving the computer, the usage of Internet An ordinary person identifies such terms as «visual resources, the introduction of interactive aids» and «visualization». But the detailed analysis technologies, there is the problem of the use of of scientifically and pedagogical researches on the computer tools to apply visual methods of teaching problems of theoretical bases, kinds, types and tools which attracted the special attention of the scientists. of visual aids of the learning material and theoretical New terms "visualization" and "visual support" bases of visual support of teaching, visual thinking, appeared. They characterize involving of information the practical questions of creation of the tools of technologies in the sphere of educational activity. visualization, etc., certifies that these terms differ [1]. In Pedagogics the visual aids is identified with the basic principle of didactic approach. In accordance DOI: 10.18421/TEM94‐51 with it, teaching is based on certain images that are https://doi.org/10.18421/TEM94-51 directly perceived by the subjects of teaching. It Corresponding author: Olena Semenikhina, means that the visual aids are not necessarily linked Makarenko Sumy State Pedagogical University, with the visual perception of an object [2]. Romenska st., 87, 40002, Sumy, Ukraine. Determination of the visualization is given in Email: [email protected] different pedagogical conceptions [3]. It is characterized by taking away the thought forms, the Received: 20 January 2020. form of which is spontaneously determined by the Revised: 13 October 2020. mechanism of associative projection, from an Accepted: 30 October 2020. internal plan on the external plan in the process of the Published: 27 November 2020. cognitive activity. © 2020 Olena Semenikhina et al; published Based on the analysis of approaches the authors are by UIKTEN. This work is licensed under the Creative sure that the interpretation of the term “visualization” Commons Attribution‐NonCommercial‐NoDerivs 4.0 has to consider not so much demonstration of an License. object, but creating of it. Such ideas caused the The article is published with Open Access at determination of the term “visualization” as a www.temjournal.com specific didactic category, which has more complete structure than traditional term “visual aids”, due to 1704 TEM Journal – Volume 9 / Number 4 / 2020. TEM Journal. Volume 9, Issue 4, Pages 1704‐1710, ISSN 2217‐8309, DOI: 10.18421/TEM94‐51, November 2020. additional including teacher’s actions for the creating researchers all over the world offer own applications. of the image of the learning phenomena. That is why [7]. They are based on Java technology and the ideas the visualization is considered as a process of making of visualization and modeling of processes for the the learning material clear whose demands not only interpretation of complete concepts, some patterns represent the visual image, but also the process of its and their properties based on mathematical methods creating which provides including imagination, the [8]. Additionally, more abstracted from the subject establishment and the consolidation of associative field techniques of visual representation are using links between learning objects and their structure [9]. In particular, the compaction of the learning elements. material is based on traditional charts and graphs This approach considers cognitive property of the (Fig. 1), denotation graph (Fig. 2), Fishbone schema visualization [4], [5]. Scientists emphasize that the (Fig. 3), building method (Fig. 4), causal chains (Fig. visualization, which is included to the cognitive 5), strategy maps (roadmaps) (Fig. 6), radial spider- process, not only helps student to organize analytical schemas (spiders) (Fig. 7), mind-maps (Fig. 8), etc. and intellectual activity especially during the perception and processing of the information, but also offers meaningful knowledge, making a significant impact on the depth of the awareness of the perception and understanding of it. It is wrong to assume that the simple demonstration of images, which model some object or its feature, is enough for understanding their idea or content. No one object’s feature is truly Figure 1. The Example of Graphs understandable for viewer without giving the object in a structure understandable form. The teacher has Denotation graph (Fig. 2) is a method of isolating to help to percept not only by words, but also by essential features of the key concept from the text. In structuring of the image [6]. the applying of this method, it is important to choose The emphasized aspects are put in a basis of a verb that links key concept (noun) and its essential forming of future teacher’s skills to visualize the feature. In other words, there is a gradual separation learning material. It is not enough to just show the of the key words on “words-branches" for the learning object, it is important to predict all required exception of any contradictions. The characteristic properties for its imaginary modeling and after that to feature of this method is the alternation of "noun- be able to create it. verb-noun-verb..." which demonstrates the dynamics of thoughts, the movement from the concept to its Psychologists mentioned the opportunity to essential feature. organize the meaning of the images as a main function of the visualization. Unlike the use of ordinary visual aids, the visualization is an activity in a special environment, which helps to “translate” one way of giving the learning material to another, to comprehend links and relations between its structural parts. 3. Methods of Visualization of the Learning Figure 2. The Template of Denotation Graph Material Schemas "Fish bone” or Ishikawa diagrams (Fig. As the arsenal of teachers’ tools has expanded to 3) are visual forms of the learning material that using technological innovations (interactive resembles a fish skeleton. The main idea is fixed on whiteboards, multimedia projectors, readers, tablets) the main backbone; the descriptions of the issues that and specialized software, the problem of the affect the main idea are joined to it like bones. The formation of future teachers’ skills to visualize the schema is consistent with the following algorithm: learning material by multimedia tools is urgent. They . the collection of facts that influence the idea; help to not only show a theory clearly and give . the grouping of the facts of semantic and causal examples of its using in everyday life, but also to blocks; emphasize the essential properties of important . the ranking of facts within each block; concepts, relations and patterns of the world. the analysis and discarding those factors, on The authors found that the math-teachers preparation nowadays includes the implication of which we cannot impact; interactive software like GeoGebra (dynamic . the ignoring the insignificant and unimportant facts that are already fixed. mathematics software) for which the teachers and the TEM Journal – Volume 9 / Number 4 / 2020. 1705 TEM Journal. Volume 9, Issue 4, Pages 1704‐1710, ISSN 2217‐8309, DOI: 10.18421/TEM94‐51, November 2020. The conclusion is made by analyzing the pairs (factor-argument). Figure 7. The Example of Radial Spider-Schema Figure 3. The Template of Fishbone Schema (Ishikawa Diagram) Structurally-logic schemas have the greatest Building method (Fig. 4) is applied to visualize the information capacity, the versatility and integration. fundamental theories, their general structure or their They are similar to mind-maps.